C1 Advanced · Practice 01

Alumno · Student · Soluções e critérios

Prueba

CAMBRIDGE-C1-ADVANCED

Convocatoria

2026-2027

Curso

mcer-c1

Materia

ingles

Caracter

original-editorial

Pontuação máxima

100

Duracion minutos

220

Advertencia

Original practice. Independent material, not an official paper. Marks are for practice, not certification.

Instruções

Read the instructions for each part. Use no dictionary. Keep the answer key and listening scripts closed during practice.
Timings refer to the official format. This original practice is not calibrated; audio and pictures remain to be produced. Reading / Use of English, Writing, Listening and Speaking are assessed separately.

Partes

Reading and Use of English · 90 minutes
Elegir
8
Opções
1. Part 1 · Multiple-choice cloze
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  r1
  Atividade
  Choose A–D for gaps 1–8. The value of a second look The secrets of an archive rarely [1] to light at first glance. When researcher Leah began cataloguing a box of anonymous photographs, she was inclined to [2] them as unremarkable holiday snapshots. Yet a handwritten note on one envelope [3] doubt on that conclusion. The dates did not correspond to the journeys described. Rather than [4] to conclusions, Leah compared the images with maps and transport records. A pattern gradually [5] shape: the same station appeared in pictures supposedly taken in different towns. This did not [6] proof of deliberate deception. The envelopes might simply have been mixed up. Leah therefore sought independent confirmation before making her findings public. Her caution was [7] by a letter that explained how the collection had been assembled by several relatives. What had seemed like a single person’s itinerary was a family record. The discovery [8] the importance of questioning the story a familiar format encourages us to assume.
  Partes
  1. Pontos
    0.4
    Atividade
    1 A come; B go; C run; D move
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    Come to light is the fixed expression meaning become known.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    r1
  2. Pontos
    0.4
    Atividade
    2 A dismiss; B decline; C reject; D refuse
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    Dismiss them as means regard them as unworthy of attention.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    r1
  3. Pontos
    0.4
    Atividade
    3 A placed; B gave; C cast; D laid
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    Cast doubt on is the fixed expression.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    r1
  4. Pontos
    0.4
    Atividade
    4 A reaching; B rushing; C running; D jumping
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    D
    Pasos
    Jump to conclusions is the fixed expression; rush would take into.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    D
    Bloque
    r1
  5. Pontos
    0.4
    Atividade
    5 A achieved; B took; C formed; D gained
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Take shape means become recognisable; the other verbs do not form this expression.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    r1
  6. Pontos
    0.4
    Atividade
    6 A compose; B constitute; C consist; D construct
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Constitute proof means amount to evidence sufficient for the claim.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    r1
  7. Pontos
    0.4
    Atividade
    7 A rewarded; B awarded; C paid; D donated
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    Her caution was rewarded by useful confirmation.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    r1
  8. Pontos
    0.4
    Atividade
    8 A underlined; B underwrote; C underwent; D undertook
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    Underline the importance means emphasise it.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    r1
  Pontuação máxima
  3.2
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
2. Part 2 · Open cloze
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  r2
  Atividade
  Write ONE word per gap. Meetings worth attending The coordinator decided to rethink the weekly meeting, not because it was too long [1] because nobody could explain what it achieved. Colleagues had become so accustomed [2] attending that they no longer questioned its purpose. Her first step was to ask which decisions required the participants [3] have a face-to-face discussion. There turned [4] to be fewer than expected. Updates could be circulated in advance, leaving the meeting for disagreements that genuinely needed attention. This did not mean that everyone welcomed the change. Some people missed the informal exchanges that had taken place prior [5] the formal agenda. The coordinator therefore kept ten minutes for conversation. Only [6] those exchanges were protected did the new system gain support. A meeting, she concluded, is useful to the extent [7] which it allows people to do something they could not otherwise do. Its value cannot be judged solely [8] how efficiently the agenda is completed.
  Partes
  1. Pontos
    0.7142857142857143
    Atividade
    1
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    but
    Pasos
    Not because ... but because contrasts the reasons.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    but
    Bloque
    r2
  2. Pontos
    0.7142857142857143
    Atividade
    2
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    to
    Pasos
    Accustomed to takes a noun or gerund.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    to
    Bloque
    r2
  3. Pontos
    0.7142857142857143
    Atividade
    3
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    to
    Pasos
    Require someone to do something takes the to-infinitive.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    to
    Bloque
    r2
  4. Pontos
    0.7142857142857143
    Atividade
    4
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    out
    Pasos
    Turn out to be means prove to be.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    out
    Bloque
    r2
  5. Pontos
    0.7142857142857143
    Atividade
    5
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    to
    Pasos
    Prior to is a fixed expression meaning before.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    to
    Bloque
    r2
  6. Pontos
    0.7142857142857143
    Atividade
    6
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    when
    Pasos
    Only when / after / once introduces the necessary or preceding condition before inverted did the system gain support. All three readings are supported.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    when / after / once
    Bloque
    r2
    Aceptadas
    when
    after
    once
  7. Pontos
    0.7142857142857143
    Atividade
    7
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    to
    Pasos
    To the extent to which is the established construction.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    to
    Bloque
    r2
  8. Pontos
    0.7142857142857143
    Atividade
    8
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    by
    Pasos
    Judged by a criterion names the basis of assessment; on is also accepted here.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    by / on
    Bloque
    r2
    Aceptadas
    by
    on
  Pontuação máxima
  5.714285714285714
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
3. Part 3 · Word formation
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  r3
  Atividade
  Form a word from the word in capitals. When silence is evidence Researchers studying group decisions often focus on spoken contributions. Yet the [1] (ABSENT) of a comment can also matter. It would be [2] (REASON) to assume that a quiet participant has no opinion: silence may reflect uncertainty about whether disagreement is welcome. In one fictional workshop study, a change in the seating [3] (ARRANGE) made quieter members more likely to contribute. The result challenged the organisers' [4] (ASSUME) that confidence was simply an individual quality. The lesson is not that every silence requires an [5] (EXPLAIN). Constantly demanding a response can make participation more [6] (STRESS), not less. What matters is creating conditions in which a contribution is possible. The apparent [7] (EFFICIENT) of a rapid meeting may conceal ideas that were never expressed. Effective facilitation involves a [8] (WILLING) to pause without interpreting every pause as a failure.
  Partes
  1. Pontos
    0.7142857142857143
    Atividade
    1
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    absence
    Pasos
    The absence of a comment requires the noun.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    absence
    Bloque
    r3
  2. Pontos
    0.7142857142857143
    Atividade
    2
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    unreasonable
    Pasos
    The following explanation rejects the assumption, requiring a negative adjective.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    unreasonable
    Bloque
    r3
  3. Pontos
    0.7142857142857143
    Atividade
    3
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    arrangement
    Pasos
    Seating arrangement is the noun collocation.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    arrangement
    Bloque
    r3
  4. Pontos
    0.7142857142857143
    Atividade
    4
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    assumption
    Pasos
    The singular proposition that follows is the organisers' assumption.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    assumption
    Bloque
    r3
  5. Pontos
    0.7142857142857143
    Atividade
    5
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    explanation
    Pasos
    An explanation is a countable noun after an.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    explanation
    Bloque
    r3
  6. Pontos
    0.7142857142857143
    Atividade
    6
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    stressful
    Pasos
    The adjective describes participation as causing stress.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    stressful
    Bloque
    r3
  7. Pontos
    0.7142857142857143
    Atividade
    7
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    efficiency
    Pasos
    Apparent efficiency is a noun phrase contrasted with concealed ideas.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    efficiency
    Bloque
    r3
  8. Pontos
    0.7142857142857143
    Atividade
    8
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    willingness
    Pasos
    A willingness to pause names the readiness to wait.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    willingness
    Bloque
    r3
  Pontuação máxima
  5.714285714285714
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
4. Part 4 · Key word transformations
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  r4
  Atividade
  Use THREE to SIX words including the unchanged key word.
  Partes
  1. Pontos
    1.4285714285714286
    Atividade
    I only realised the mistake after submitting the form. UNTIL: It ___ the form that I realised the mistake.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    was not until I submitted
    Pasos
    WAS NOT UNTIL / I SUBMITTED: six words, including UNTIL, preserve delayed recognition.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
    Pontos
    0.7142857142857143
    Descripcion
    Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
    Soluções e critérios
    was not until I submitted
    Bloque
    r4
  2. Pontos
    1.4285714285714286
    Atividade
    The manager said she was sorry she had dismissed my suggestion. REGRETTED: The manager said she ___ my suggestion.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    regretted having dismissed
    Pasos
    REGRETTED / HAVING DISMISSED: regret + perfect gerund expresses the earlier action; regretted dismissing also fits the meaning but has only two words, so fails this item’s three-word requirement.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
    Pontos
    0.7142857142857143
    Descripcion
    Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
    Soluções e critérios
    regretted having dismissed
    Bloque
    r4
  3. Pontos
    1.4285714285714286
    Atividade
    We were surprised by how strongly people opposed the plan. STRENGTH: The ___ the plan surprised us.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    strength of people’s opposition to
    Pasos
    STRENGTH OF PEOPLE’S / OPPOSITION TO: nominalisation retains opposition as the source of surprise.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
    Pontos
    0.7142857142857143
    Descripcion
    Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
    Soluções e critérios
    strength of people’s opposition to
    Bloque
    r4
  4. Pontos
    1.4285714285714286
    Atividade
    Too few people enrolled, so they cancelled the workshop. RESULT: The workshop was cancelled ___ enrolments.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    as a result of insufficient
    Pasos
    AS A RESULT OF / INSUFFICIENT: five words including RESULT; insufficient enrolments preserves the stated cause.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
    Pontos
    0.7142857142857143
    Descripcion
    Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
    Soluções e critérios
    as a result of insufficient
    Bloque
    r4
  5. Pontos
    1.4285714285714286
    Atividade
    You must not disclose these figures under any circumstances. ACCOUNT: On ___ these figures.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    no account must you disclose
    Pasos
    NO ACCOUNT / MUST YOU DISCLOSE: negative fronting requires inversion.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
    Pontos
    0.7142857142857143
    Descripcion
    Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
    Soluções e critérios
    no account must you disclose
    Bloque
    r4
  6. Pontos
    1.4285714285714286
    Atividade
    I would prefer you to raise objections now rather than later. RATHER: I ___ now rather than later.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    would rather you raised objections
    Pasos
    WOULD RATHER YOU / RAISED OBJECTIONS: past simple after would rather for another person’s present action.
    Soluções e critérios
    Pontos
    0.7142857142857143
    Descripcion
    First meaning chunk in the explanation: one raw mark if correct; enforce the key word and word limit.
    Pontos
    0.7142857142857143
    Descripcion
    Second meaning chunk: one raw mark if correct. Full key earns two raw marks. A different equivalent construction may be assessed manually.
    Soluções e critérios
    would rather you raised objections
    Bloque
    r4
  Pontuação máxima
  8.571428571428571
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
5. Part 5 · Reading multiple choice
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  r5
  Atividade
  Read the essay and choose A–D. What an empty room can tell us When our museum announced that one gallery would remain empty for a month, several visitors assumed we had run out of money. Others welcomed what they thought was a bold statement about the emptiness of modern life. Neither interpretation was quite right. The room was part of a consultation about an overlooked collection of everyday objects, and we wanted visitors to help decide how that collection should be displayed. An empty gallery gave us space to ask a question without making an answer look inevitable. The difficulty was explaining that absence could be an invitation rather than a failure to provide an exhibition. We had previously consulted visitors through a questionnaire at the exit. The replies were useful, but they came from people who had already accepted the museum’s way of arranging things. A person could dislike a label or request more seats without questioning why a particular object had been selected in the first place. By removing the objects temporarily, we hoped to make those prior decisions visible. We did not imagine that the public would take over the work of curators. Their experience was a different kind of evidence, which our professional habits sometimes made difficult to hear. At the centre of the room we put a table, paper and a simple prompt: what everyday object deserves to be remembered? Early replies were predictable: a childhood toy, a kitchen tool, an old telephone. Then one visitor wrote about a plastic folder containing the documents her family had carried when moving country. The folder itself was ordinary; its importance lay in the fear that losing it would make their arrival impossible. Her comment changed the discussion. Objects were no longer being judged solely by how unusual or attractive they were. Visitors began asking what responsibilities, routines and anxieties a familiar item could hold. Some colleagues worried that the project made a distinction between expert and public knowledge look unfashionable. They had spent years learning to interpret materials, dates and contexts; surely these skills deserved more than a place alongside anonymous notes. I shared their concern about careless equivalence. Yet recognising that a visitor knows something we do not is not the same as declaring all interpretations equally persuasive. A personal memory cannot establish the date of an object, but a date alone cannot explain its significance to a family. The task was to connect forms of knowledge without pretending they were interchangeable. The consultation also exposed a limit. People who enjoy writing public comments are not necessarily representative of those who visit a museum, let alone those who never enter one. We therefore invited several local groups to discuss the prompt privately and send a collective response if they wished. This was slower than collecting notes, and some conversations produced no displayable material. They still mattered. A participant might decide that an object carried a story too intimate to share; the museum needed to respect that decision rather than treat every conversation as a resource to be extracted. When the new exhibition opened, we retained a small blank area between the cases. It was not a monument to uncertainty, and it did not signal that the work was incomplete. It reminded us that a display selects one arrangement from many possible arrangements. We placed a question there which changes each season, allowing visitors to challenge a decision or propose another connection. The curators remain responsible for accuracy and coherence. What has changed is our willingness to show where a responsible decision leaves room for another perspective. I cannot prove that the empty gallery made us a better museum. Attendance figures were stable, and visitors did not all understand the experiment. But it altered the questions we ask before an exhibition is built. We now spend less time imagining an abstract public that needs our explanation and more time identifying people whose experience could change what the explanation ought to be. That shift is difficult to capture in a survey. It may nevertheless be one of the most useful outcomes of leaving a room empty. One further lesson concerned the invitation itself. We had called the activity a consultation, assuming that the word explained its purpose. Several visitors asked whether they were expected to approve something, donate an object or simply tell a story. Those were different commitments, and our language had blurred them. We rewrote the invitation to specify that an initial conversation created no obligation to lend material. This modest clarification changed the tone of later meetings. People could describe an object without worrying that its importance would become an argument for taking it away from them. The staff also kept a record of decisions they declined to change. A visitor's proposal might be compelling but impossible within the available space, or conflict with another contributor's conditions. Instead of recording only accepted suggestions, we explained these limits. That did not eliminate disappointment, but it made the relationship between conversation and exhibition more traceable. An invitation to contribute need not promise that every contribution will appear. It should promise a process in which the person can understand what happened to it.
  Partes
  1. Pontos
    0.8
    Atividade
    Why was the room left empty? A to make a statement about modern life; B to invite views before imposing a display; C to disguise financial problems; D to let visitors curate alone
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Absence opened consultation without presenting one answer as inevitable.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    r5
  2. Pontos
    0.8
    Atividade
    What limitation does the writer identify in the earlier questionnaire? A it was too expensive; B visitors could not read it; C it left underlying curatorial choices largely unquestioned; D it prevented criticism of labels
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    Replies accepted the existing arrangement even while improving details.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    r5
  3. Pontos
    0.8
    Atividade
    What changed after the comment about the folder? A visitors considered less visible meanings of ordinary objects; B the museum focused exclusively on migration; C attractive objects were excluded; D documents replaced all exhibits
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    Responsibilities and anxieties became criteria alongside rarity or appearance.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    r5
  4. Pontos
    0.8
    Atividade
    How does the writer respond to colleagues' concerns? A expert knowledge is no longer needed; B every memory is equally reliable; C dates have no value; D different kinds of evidence should inform each other
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    D
    Pasos
    Dating and personal significance are distinct but connectable forms of knowledge.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    D
    Bloque
    r5
  5. Pontos
    0.8
    Atividade
    Why were some private conversations valuable despite producing no exhibits? A they guaranteed representative data; B they affirmed participants' right to withhold intimate stories; C they reduced staff work; D they improved ticket sales
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    The author resists extracting every conversation as material.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    r5
  6. Pontos
    0.8
    Atividade
    What does the writer regard as the principal outcome? A increased visitor numbers; B the abolition of surveys; C a change in how the museum frames its explanations; D unanimous public approval
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    The final paragraph emphasises questions and people whose experience may alter an explanation.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    r5
  Pontuação máxima
  4.800000000000001
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
6. Part 6 · Cross-text multiple matching
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  r6
  Atividade
  Read four comments on cities limiting private cars in their centres. Choose A–D. A · Mira The strongest argument for a limit is not that streets will become beautiful, although they might. It is that public space should allow people to carry out ordinary activities without negotiating a stream of vehicles. That goal requires more than closing a road. Deliveries, accessible transport and late-night journeys need credible alternatives. Where these have been treated as inconvenient details, opponents have rightly challenged the scheme. I favour a small permanent area, introduced only after those arrangements have been tested. A trial is useful for discovering operational problems, but it cannot reveal every long-term consequence: businesses and households may change their habits only when they know the arrangement will last. Counting shoppers during one sunny weekend is hardly evidence for a permanent decision. The city should collect information throughout the year and explain the limits of each comparison. Benefits are likely, but presenting them as automatic makes a sensible policy unnecessarily fragile. B · Jonas I support restrictions, but the way a city reaches its decision matters as much as the eventual boundary on a map. Consultation commonly consists of showing residents an almost finished plan and asking whether they like it. The people whose journeys are most complicated then appear to be obstructing progress. They should instead help define the problem from the beginning. Temporary schemes can give those conversations something concrete to refer to. In my view, a trial lasting several months is the best way to see how shoppers, suppliers and residents adapt. Predictions made from traffic models are too uncertain to settle that question alone. The first phase should therefore be reversible. Even an attractive scheme should not become permanent until the city has tested practical access arrangements and invited objections to them. I do not see resistance as proof that people dislike change; sometimes it shows they have noticed an assumption planners overlooked. C · Elin The discussion is often framed as a contest between economic survival and environmental responsibility. That is a poor starting point. A street in which people can stop, meet and move safely may support local shops as well as improve daily life. However, transport alternatives must exist before restrictions begin. Telling workers that a bus will eventually become more reliable does not help them get home tonight. I am less convinced than some colleagues that short trials settle the economic question. A shopkeeper may tolerate disruption for a temporary event while refusing to invest under uncertain conditions. We should introduce a modest permanent zone after addressing access needs, then monitor it carefully and enlarge it only if results justify that step. Pedestrian space is not a decoration. Its value lies in making routine social activity possible, including for people who rarely spend money while they are there. D · Karim The first priority should be an honest assessment of who bears the cost. A pleasant square can look like a shared benefit while making a journey harder for someone who lives beyond frequent public transport. I would not wait for every access difficulty to be resolved before experimenting, since that could postpone action indefinitely. Instead, introduce a temporary zone and fund additional transport during the experiment. A properly designed trial gives us better evidence than either confident predictions or nostalgic objections. Still, consultation cannot be reduced to counting how many people support the plan. Residents need opportunities to describe a journey, explain an exception and question which outcomes count as success. If the final choice remains in officials' hands, they should explain how those contributions changed it. Otherwise the language of participation merely disguises a decision already made.
  Partes
  1. Pontos
    0.8
    Atividade
    Who shares A’s view of what restricted streets are principally for? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    A and C prioritise ordinary social activity rather than appearance or spending alone.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    r6
  2. Pontos
    0.8
    Atividade
    Who differs from the others on when access alternatives must be in place? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    D
    Pasos
    A, B and C want practical access tested/addressed before permanent or initial restrictions; D allows unresolved access during a funded trial.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    D
    Bloque
    r6
  3. Pontos
    0.8
    Atividade
    Who shares B’s confidence in temporary trials as the strongest practical evidence? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    D
    Pasos
    B and D favour reversible trials; A and C question their long-term explanatory power.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    D
    Bloque
    r6
  4. Pontos
    0.8
    Atividade
    Who shares D’s concern about consultation disguising a finished decision? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Both criticise inviting approval of a nearly settled plan rather than meaningful contributions.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    r6
  Pontuação máxima
  3.2
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
7. Part 7 · Gapped text
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  r7
  Atividade
  Choose paragraphs A–G for gaps 1–6. One paragraph is unused. The archive that learnt to listen The local sound archive had been collecting recordings for forty years, but the catalogue was organised mainly around the machines used to make them. A visitor looking for an account of a street market had to know which recorder its maker had owned. The archivist, Sara, decided that the collection needed another entrance. [1] The team began with recordings of a riverside neighbourhood. Residents remembered the ferry, shop bells and a factory siren. These sounds were familiar enough to prompt discussion without requiring specialist vocabulary. Yet familiarity did not guarantee agreement about what a sound meant. [2] Sara resisted resolving such disagreements by choosing the oldest participant as the authority. Memory was evidence, but it was not a contest with one winner. The catalogue therefore included separate accounts and marked where the date of a recording remained uncertain. [3] The archive also had to decide what to do with sounds that carried voices people had not expected to hear again. One participant recognised an argument in a recording made by a relative. He wanted the tape preserved but did not want strangers to listen to it. [4] This decision required a new system. Previously an item was either publicly available or closed entirely. Now the catalogue could acknowledge a recording’s existence while explaining that access depended on a further conversation. Staff initially worried that the extra work would be unmanageable. [5] The redesigned catalogue did not abandon technical information. Recorder models and tape formats still mattered for preservation. They simply ceased to be the only way to enter the collection. Users could now search by place, activity or remembered event, and compare conflicting accounts without having to settle them. [6] Sara describes the result as an archive with more doors rather than fewer rules. That is a useful distinction: listening to visitors did not relieve the institution of responsibility. It helped the staff understand what that responsibility included. A They soon found that most requests concerned only a few recordings. Clear notes saved repeated explanations, so the burden proved smaller than expected. B Her proposal was to invite residents to describe what they heard and use those descriptions as an additional route through the catalogue. C For example, one listener called a bell a warning of danger, while another remembered it as the start of a lunch break. A timestamp alone could not choose between these interpretations. D The disagreement became part of the record rather than an error to remove. Readers could see which claim came from which listener and what supported it. E A visitor could therefore begin with a question about daily life and eventually discover the technical details, instead of needing those details in advance. F The team agreed that preservation did not automatically justify unrestricted access. They discussed limits with him and recorded those limits alongside the item. G Sara had previously visited a national archive whose reading room was housed in a converted theatre.
  Partes
  1. Pontos
    0.8
    Atividade
    Gap 1 A B C D E F G
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Another entrance is developed by descriptions as an additional catalogue route.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    r7
  2. Pontos
    0.8
    Atividade
    Gap 2 A B C D E F G
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    The bell disagreement illustrates familiarity without agreement.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    r7
  3. Pontos
    0.8
    Atividade
    Gap 3 A B C D E F G
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    D
    Pasos
    Separate attributed accounts make disagreement part of the record.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    D
    Bloque
    r7
  4. Pontos
    0.8
    Atividade
    Gap 4 A B C D E F G
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    F
    Pasos
    His access concern is resolved through preservation with restrictions; This decision follows it.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    F
    Bloque
    r7
  5. Pontos
    0.8
    Atividade
    Gap 5 A B C D E F G
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    They refers to staff worried about workload; actual request volume answers that worry.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    r7
  6. Pontos
    0.8
    Atividade
    Gap 6 A B C D E F G
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    E
    Pasos
    Therefore explains how new search routes reverse the old technical entry requirement.
    Soluções e critérios
    Pontos
    0.8
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    E
    Bloque
    r7
  Pontuação máxima
  4.800000000000001
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
8. Part 8 · Multiple matching
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  r8
  Atividade
  Choose A–D. Each reviewer may be chosen more than once. Four reviewers discuss exhibitions about work. A · Tools and time This exhibition succeeds by asking visitors to look carefully at ordinary tools. A hammer sits beside three accounts of its use, none more authoritative merely because its author has a professional title. The text distinguishes memories from verified dates, which gives the display a precision its informal tone might otherwise conceal. I particularly liked the arrangement of cases at different heights; I could examine small details without blocking anyone else’s view. What disappointed me was the final interactive activity. It asked us to choose the single most important invention, as though the preceding rooms had not shown how importance changes with context. That simplified ending weakened an otherwise thoughtful argument. Visitors expecting an entertaining collection of unusual machines may find the selection quiet, but those prepared to attend to small differences will be rewarded. There is no need to know technical vocabulary in advance. B · The unfinished shift The curators use unfinished objects to show how tasks pass between workers. Their best decision is to include repairs, revisions and abandoned attempts. These reveal cooperation more effectively than a row of flawless products would. Yet the labels assume knowledge of industrial processes that many visitors will not possess. I understood the argument only after a volunteer explained two terms. The volunteer was excellent, but an exhibition should not depend on a fortunate encounter. The room layout also forces visitors to double back repeatedly, which makes the development harder to follow. I would still recommend it to anyone interested in how a finished object hides decisions made along the way. Its central insight survives the awkward presentation: a mistake can become useful information for the next person rather than a private embarrassment for the previous one. C · Working together I arrived sceptical about a display based on workers' personal stories. Such exhibitions sometimes substitute moving quotations for an explanation of how a workplace operates. Here, however, each account is connected to a diagram or object, allowing visitors to test what the testimony illuminates. One room shows two incompatible memories of the same event without making either speaker look foolish. The curators explain what can be established from records and what remains uncertain. That restraint is admirable. The lighting is less successful: reflections make several labels difficult to read, and I saw visitors abandon them. The exhibition deserves better technical presentation because its content handles disagreement with unusual care. It would be especially valuable for students learning to distinguish evidence from interpretation, provided they have time to compare the accounts rather than rush past the quotations. D · A place for learning The workshop at the end of this exhibition could easily have been a distraction. Instead, it gives visitors a small assembly task that changes according to their choices. There is no prize for speed. Afterwards, a facilitator asks what they learnt from a failed attempt and whether someone else’s suggestion changed their method. This makes the exhibition’s account of learning tangible without pretending that a brief activity replicates a skilled worker’s day. The earlier rooms are less distinctive. Their chronological sequence is clear, but several familiar objects add little to the argument. I would have preferred fewer exhibits and more information about why each was selected. Still, families can explore together without needing prior knowledge, and the labels offer enough detail for adults as well as an accessible first sentence for younger visitors.
  Partes
  1. Pontos
    0.4
    Atividade
    Who criticises an activity for contradicting the exhibition’s earlier argument? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    A contrasts context-dependent importance with choosing one best invention.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    r8
  2. Pontos
    0.4
    Atividade
    Who praises failure as a resource for another worker? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Abandoned attempts inform the next person.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    r8
  3. Pontos
    0.4
    Atividade
    Who initially distrusted the exhibition’s approach? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    C arrived sceptical about personal stories.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    r8
  4. Pontos
    0.4
    Atividade
    Who says the display should require less outside explanation? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Understanding depended on a volunteer’s explanation of terms.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    r8
  5. Pontos
    0.4
    Atividade
    Who praises physical access to close viewing? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    Cases at varied heights permit detail viewing without obstructing others.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    r8
  6. Pontos
    0.4
    Atividade
    Who suggests reducing the number of objects? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    D
    Pasos
    D wants fewer exhibits with clearer selection reasons.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    D
    Bloque
    r8
  7. Pontos
    0.4
    Atividade
    Who identifies lighting as a barrier to understanding? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    Reflections make labels hard to read.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    r8
  8. Pontos
    0.4
    Atividade
    Who values an activity without competition? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    D
    Pasos
    The assembly has no speed prize and focuses on learning.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    D
    Bloque
    r8
  9. Pontos
    0.4
    Atividade
    Who praises distinguishing conflicting memories from established facts? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    C explicitly describes two memories, records and uncertainty.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    r8
  10. Pontos
    0.4
    Atividade
    Who criticises the route through the rooms? A B C D
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Repeated doubling back obscures the argument.
    Soluções e critérios
    Pontos
    0.4
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    r8
  Pontuação máxima
  4
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
Writing Part 1 · compulsory · 90 minutes for both writing tasks
Elegir
1
Opções
1. Pontos
  10
  Atividade
  Your class has discussed ways museums can attract new visitors. Notes: cheaper tickets; activities with local groups; online exhibitions. Comments heard: “Price is the main barrier.” “People visit when they recognise their experience.” “A screen can never replace an object.” Write an essay discussing TWO methods. Explain which is more effective and why. Use your own words. Write 220–260 words.
  Tipo respuesta
  redaccion
  Soluções e critérios
  Soluções e critérios
  See the two annotated models for this task in the answer key.
  Pasos
  Content 4: two methods discussed and a clear preferred method justified. Communicative Achievement 3: essay conventions appropriate, distinctions fairly general. Organisation 2: predictable paragraphs and repeated because/but. Language 2: limited precision for C1; clear meaning without sustained flexible expression. This is a fragile comparison model, not a certified pass.
  Content 5: two methods compared with conditions and a reasoned priority. Communicative Achievement 5: sustained analytical register. Organisation 4: practical access leads to relevance and synthesis. Language 4: threshold, financial commitment and representative used accurately; complexity serves the argument.
  Soluções e critérios
  1. Pontos
    10
    Descripcion
    Manual assessment using the named criteria; a different relevant response is acceptable.
  Soluções e critérios
  Accept any response meeting the task and level; the model is not a fixed key.
  Bloque
  w1
  Limite palabras
  Min
  220
  Max
  260
  Metodo
  espacios; apostrofos y guiones internos forman una palabra
Writing Part 2 · choose ONE task
Elegir
1
Opções
1. Pontos
  10
  Atividade
  A community centre plans to improve adult evening courses. Write a proposal for the director explaining two current problems, recommending changes and evaluating the likely benefits. Write 220–260 words.
  Tipo respuesta
  redaccion
  Soluções e critérios
  Soluções e critérios
  See the two annotated models for this task in the answer key.
  Pasos
  Content 4: two problems, changes and benefits included. Communicative Achievement 3: headings suit a proposal, but recommendations are generic. Organisation 2: clear sequence, few links between evidence and priorities. Language 2: repeated clear/change/course, limited C1 precision.
  Content 5: diagnosis, operational recommendations and evaluation linked. Communicative Achievement 5: director-oriented proposal with proportionate implementation. Organisation 4: headings and causal progression. Language 4: enrol, withdrawals, well-attended and conditional reasoning controlled.
  Soluções e critérios
  1. Pontos
    10
    Descripcion
    Manual assessment using the named criteria; a different relevant response is acceptable.
  Soluções e critérios
  Accept any response meeting the task and level; the model is not a fixed key.
  Bloque
  w2-proposal
  Limite palabras
  Min
  220
  Max
  260
  Metodo
  espacios; apostrofos y guiones internos forman una palabra
2. Pontos
  10
  Atividade
  An English-language cultural website requests reviews of exhibitions that changed how visitors think. Review an exhibition you attended, evaluate how it presented its ideas and explain whom it would interest. Write 220–260 words.
  Tipo respuesta
  redaccion
  Soluções e critérios
  Soluções e critérios
  See the two annotated models for this task in the answer key.
  Pasos
  Content 4: description, evaluation and audience all present. Communicative Achievement 3: appropriate review but rather straightforward. Organisation 2: largely chronological listing. Language 2: ordinary/interesting/clear repeated; limited C1 flexibility.
  Content 5: idea, presentation, limits and audience integrated. Communicative Achievement 5: evaluative cultural review sustained. Organisation 4: chair example drives the argument. Language 4: understated, testimony, compensate and nuanced judgement appropriate.
  Soluções e critérios
  1. Pontos
    10
    Descripcion
    Manual assessment using the named criteria; a different relevant response is acceptable.
  Soluções e critérios
  Accept any response meeting the task and level; the model is not a fixed key.
  Bloque
  w2-review
  Limite palabras
  Min
  220
  Max
  260
  Metodo
  espacios; apostrofos y guiones internos forman una palabra
3. Pontos
  10
  Atividade
  An organiser asks whether a local-history interview project should publish every recording online. Write an email explaining the advantages and risks, and recommending a policy that respects participants while making the project useful. Write 220–260 words.
  Tipo respuesta
  redaccion
  Soluções e critérios
  Soluções e critérios
  See the two annotated models for this task in the answer key.
  Pasos
  Content 4: benefits, risks and policy present. Communicative Achievement 3: polite email, relatively generic audience analysis. Organisation 2: simple transitions. Language 2: clear but narrow C1 repertoire.
  Content 5: distinct permissions, context and retrieval limits considered. Communicative Achievement 5: constructive formal response and feasible offer. Organisation 4: recommendation follows identified risks. Language 4: undermine, exposure, authorise and concession precise without unnecessary ornament.
  Soluções e critérios
  1. Pontos
    10
    Descripcion
    Manual assessment using the named criteria; a different relevant response is acceptable.
  Soluções e critérios
  Accept any response meeting the task and level; the model is not a fixed key.
  Bloque
  w2-email
  Limite palabras
  Min
  220
  Max
  260
  Metodo
  espacios; apostrofos y guiones internos forman una palabra
Listening · four parts · about 40 minutes in the official examination
Elegir
4
Opções
1. Part 1 · Three extracts
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  l1
  Atividade
  Listen to three extracts twice. Choose A, B or C for two questions per extract.
  Partes
  1. Pontos
    0.6666666666666666
    Atividade
    Why did the woman find the consultation worthwhile? A a practical concern affected the plan; B all earlier decisions were reopened; C the project obtained new funding
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    Her journey example changed a crossing.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    l1
    Soluções e critérios
    Hablante
    A
    Texto
    I expected the local consultation to be another presentation of a finished plan. This time, though, they asked us to describe journeys that the map made difficult. My example did not change the whole scheme, but it changed one crossing. That was enough to make the meeting feel worthwhile.
    Hablante
    B
    Texto
    Yes, the willingness to alter a detail mattered. I still wish they had explained which decisions were beyond the meeting’s scope. Some people left believing the funding arrangement was open to discussion, although apparently it had already been settled. Clear limits would have prevented disappointment. A further advantage was hearing why a proposal had been rejected. Agreement was not always possible, but a specific explanation let residents recognise their concern in the process. A general thank-you would not have done that. I would preserve this part even if we had to reduce the number of meetings, because it makes the next invitation credible.
  2. Pontos
    0.6666666666666666
    Atividade
    What would the man improve? A the length of the meeting; B clarity about the limits of discussion; C the number of examples
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    People misunderstood whether settled funding was open to change.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    l1
    Soluções e critérios
    Hablante
    A
    Texto
    You often show unfinished work. Is that because you want audiences to feel they could do the same thing?
    Hablante
    B
    Texto
    Not exactly. I want them to see that decisions which look obvious afterwards were uncertain at the time. That does not mean technique is irrelevant. If anything, showing a mistake lets me explain what knowledge helped me recognise it. I worry when people treat openness as an excuse not to learn the craft.
    Hablante
    A
    Texto
    So exposing the process is a way to discuss judgement rather than make the work look effortless?
    Hablante
    B
    Texto
    Precisely. Effortless is the last impression I want to give. That is also why I keep notes of the questions a discarded version raised. A final object may be convincing without showing the alternatives that made it possible. I do not display every experiment, but I select enough to make a decision discussable. The purpose is neither confession nor entertainment; it is a more precise account of the work.
  3. Pontos
    0.6666666666666666
    Atividade
    What is the artist’s purpose in showing unfinished work? A encouraging people to avoid formal training; B proving choices were obvious; C revealing how judgement developed
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    She shows earlier uncertainty and the knowledge used to recognise mistakes.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    l1
    Soluções e critérios
    Hablante
    A
    Texto
    The podcast was engaging, but I found the sound effects a little intrusive. Every pause seemed to be filled with music.
    Hablante
    B
    Texto
    I felt the same. The subject needed room to develop, especially when the guest hesitated. That hesitation told us something about the uncertainty of the evidence.
    Hablante
    A
    Texto
    And the host sometimes restated an answer before the guest had finished. I would not remove all editing, but I would allow more of those moments to stand.
    Hablante
    B
    Texto
    The research was excellent, though. It is the presentation that made a complex conclusion sound too neat. A quieter presentation would also leave space for listeners to reach a conclusion themselves. The host does not need to restate every implication. Some distinctions become clearer when the listener hears the guest qualify an earlier claim. Editing should help us follow that movement rather than replace it with a single confident sentence.
  4. Pontos
    0.6666666666666666
    Atividade
    What does she reject? A discussing technique; B using openness to excuse lack of skill; C admitting mistakes
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    She explicitly worries about openness becoming an excuse not to learn craft.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    l1
  5. Pontos
    0.6666666666666666
    Atividade
    What do the reviewers agree about? A the research was weak; B the presentation obscured useful uncertainty; C the guest lacked expertise
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Music and interruptions hid meaningful pauses and made the conclusion too neat.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    l1
  6. Pontos
    0.6666666666666666
    Atividade
    What does the woman recommend? A retaining more unfilled moments; B removing all editing; C shortening the research
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    She would let hesitations stand, while explicitly not removing every edit.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    l1
  Pontuação máxima
  4
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
2. Part 2 · Sentence completion
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  l2
  Atividade
  Complete the notes with a word or short phrase from the recording. Listen twice.
  Partes
  1. Pontos
    0.6666666666666666
    Atividade
    The revised invitation asked for objects linked to a ___.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    decision
    Pasos
    Decision replaced unusualness as the invitation criterion.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    decision
    Bloque
    l2
  2. Pontos
    0.6666666666666666
    Atividade
    The initial collection session took place in a ___.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    library
    Pasos
    The museum was deliberately not the first venue.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    library
    Bloque
    l2
  3. Pontos
    0.6666666666666666
    Atividade
    Participants could offer a donation, a loan or a ___.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    photograph
    Pasos
    Photographs allowed people to keep usable objects.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    photograph
    Bloque
    l2
  4. Pontos
    0.6666666666666666
    Atividade
    Each item first received a temporary ___.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    code
    Pasos
    The code preceded discussion of its history.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    code
    Bloque
    l2
  5. Pontos
    0.6666666666666666
    Atividade
    Uncertain manufacturing dates were checked against shop ___.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    catalogues
    Pasos
    Family photographs were expected to help, but catalogues often proved clearer; catalogs accepted.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    catalogues / catalogs
    Bloque
    l2
    Aceptadas
    catalogues
    catalogs
  6. Pontos
    0.6666666666666666
    Atividade
    Objects were arranged around everyday ___.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    routines
    Pasos
    Decades were considered and rejected.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    routines
    Bloque
    l2
  7. Pontos
    0.6666666666666666
    Atividade
    Contributors most often requested clearer ___.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    attribution
    Pasos
    They wanted the identity of the remembered account’s speaker indicated.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    attribution
    Bloque
    l2
  8. Pontos
    0.6666666666666666
    Atividade
    Corrections can currently be submitted on a paper ___.
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    form
    Pasos
    The online version is only planned.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    form
    Bloque
    l2
  Pontuação máxima
  5.333333333333333
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
  Soluções e critérios
  1. Hablante
    F
    Texto
    I want to describe our archive of neighbourhood objects, beginning with an assumption we had to abandon. We initially asked residents to donate unusual objects. The replies were interesting but narrow. We changed the invitation to ask for an object connected with a decision, and the range widened immediately. One participant brought a bus ticket. Another described a borrowed saucepan. Neither was rare, but both opened a story about how daily life had changed. Our first collection session was held in a library, rather than in the museum itself. The library was familiar to people who had never visited an exhibition. We did not take ownership of everything people brought. Each participant chose between a donation, a loan and a photograph. That last option made involvement possible for someone who needed to keep using the object at home. Every item received a temporary code before we discussed its history. We recorded the participant’s explanation as testimony, not as an established date. When dates were uncertain, we checked them against shop catalogues if these were available. Some colleagues expected family photographs to be the most helpful evidence, but catalogues often gave us a clearer period of manufacture. We kept disagreements visible rather than silently merging them into one account. The exhibition’s organising principle became everyday routines. We had considered arranging everything by decade, but that separated objects whose meanings belonged together. A lunch box could sit beside a work pass even if they had been made twenty years apart. The labels explained the relationship without pretending the objects shared the same history. Before opening, we invited contributors to read the labels. The change they requested most often was not shorter language but clearer attribution: they wanted readers to know whose memory was being reported. We therefore identified a speaker where permission allowed it, and used an agreed description where it did not. A catalogue note recorded the difference. We also learnt that silence is not consent. Some contributors did not reply to our messages, so their material remained outside the public display. Finally, visitors can suggest corrections using a paper form beside the exit. An online version is planned, but it is not yet available. We are collecting explanations rather than votes: a correction needs supporting detail, not simply a majority of people who remember the same thing. We also had to reconsider the wording of our invitation. Asking for a collection sounded as though people should arrive with rare or valuable possessions. We explained instead that an ordinary object could be interesting because of a decision associated with it. That clarification did not make every item equally useful. It simply widened the range of experiences we could consider. Some accounts were too brief to support a display; others needed a second conversation. We recorded those limits rather than treating an appealing story as sufficient evidence. The staff kept a list of questions that the consultation had changed. This record was different from the public catalogue. It helped us understand how a comment had affected our explanation even when the object itself was not included. For example, a discussion about carrying work equipment led us to examine routines that had been missing from the original plan. The person chose not to lend the item, and the change remained valuable. Finally, we resisted creating a single satisfaction figure. Visitors might enjoy an exhibition yet misunderstand its central distinction, or find a difficult question worthwhile without describing the visit as enjoyable. We therefore invited explanations alongside brief ratings. Neither kind of response replaced the other. The aim was to keep our conclusions proportionate to the evidence, not to produce the most flattering possible total.
3. Part 3 · Interview
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  l3
  Atividade
  Choose A–D. Listen to the interview twice.
  Partes
  1. Pontos
    0.6666666666666666
    Atividade
    What assumption did the researcher challenge? A attendance directly indicates motivation; B practical courses are always popular; C interviews cannot produce evidence; D timetables never change
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    She distinguishes observable attendance from inferred motivation.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    l3
  2. Pontos
    0.6666666666666666
    Atividade
    Why did some participants stop after one absence? A they disliked their tutors; B they thought catching up was impossible; C the course had ended; D they wanted another qualification
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Uncertainty about rejoining, not loss of interest, was central.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    l3
  3. Pontos
    0.6666666666666666
    Atividade
    What makes a welcome-back message worthwhile? A its length; B its emotional vocabulary; C support it can realistically offer; D identical wording everywhere
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    She warns against warm promises without available help.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    l3
  4. Pontos
    0.6666666666666666
    Atividade
    Why might a practical course need a different approach? A it does not require motivation; B staff cannot send messages; C attendance records are irrelevant; D a missed safety activity may be essential
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    D
    Pasos
    Machinery induction can genuinely prevent immediate return.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    D
    Bloque
    l3
  5. Pontos
    0.6666666666666666
    Atividade
    What evidence does she want beyond attendance? A participants' capacity to engage after returning; B a national ranking; C the number of certificates; D tutors' popularity
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    A better register alone might conceal learners who remain lost.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    l3
  6. Pontos
    0.6666666666666666
    Atividade
    What is her priority for the next stage? A publish a larger survey immediately; B clarify what return involves before collecting more data; C remove timetable rules; D assign blame for each absence
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Better categories and longitudinal explanation precede a larger survey.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    l3
  Pontuação máxima
  4
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
  Soluções e critérios
  1. Hablante
    I
    Texto
    Your research asks why people stop attending courses. Were you testing whether low motivation is the main cause?
  2. Hablante
    R
    Texto
    I was questioning that explanation. Attendance is visible, but motivation is not directly visible. Someone may value a course and still miss it because the timetable conflicts with work. Our fictional pilot began with interviews rather than a satisfaction rating, because we wanted to hear how people described those conflicts.
  3. Hablante
    I
    Texto
    What did the interviews reveal?
  4. Hablante
    R
    Texto
    That a small administrative change can make a substantial difference. Several people had stopped attending after missing one lesson. They assumed they could not catch up. A short message explaining how to return helped them more than an inspirational speech would have done. The problem was uncertainty about the next step.
  5. Hablante
    I
    Texto
    How did tutors respond?
  6. Hablante
    R
    Texto
    Some initially feared extra work. We tried a standard welcome-back message that tutors could adapt, rather than requiring personal letters for everyone. The important thing was a credible offer of support. A warm message promising help that nobody can provide would be worse than a clear explanation of the limits.
  7. Hablante
    I
    Texto
    Can the same solution work everywhere?
  8. Hablante
    R
    Texto
    No. A course with practical machinery may require a missed safety induction before someone can rejoin. The principle is to identify the obstacle, not copy a message regardless of context. We are now asking centres to describe which missed activities genuinely prevent return and which merely make it feel awkward.
  9. Hablante
    I
    Texto
    What evidence would show that your approach succeeds?
  10. Hablante
    R
    Texto
    Higher attendance would be encouraging, but insufficient. We need to know whether returning participants can actually take part. Otherwise we might have made the register look better while leaving learners lost. Their explanations, observations in class and attendance records should be considered together.
  11. Hablante
    I
    Texto
    What surprised you personally?
  12. Hablante
    R
    Texto
    How quickly a missing explanation became a judgement about someone’s character. Staff sometimes described a learner as unreliable when no one had clarified the timetable change. I do not mean that every absence is the institution’s fault. I mean that character should not be our first explanation for a practical problem.
  13. Hablante
    I
    Texto
    And the next stage?
  14. Hablante
    R
    Texto
    We will follow a smaller group over several months. A larger survey would give impressive numbers, but we first need a clearer account of what returning actually involves. Better categories should precede more data, not the other way round. We also revised the invitation to take part in the interviews. It initially referred to reasons for dropping out, which suggested that the person's decision had already been judged as a problem. We changed the wording to describe experiences of absence and return. This did not prevent us asking difficult questions; it avoided building an answer into the invitation. A person who had found a more suitable course elsewhere could then explain that choice without feeling obliged to defend it. Another lesson was that a clear message can be misunderstood if the surrounding procedure remains unclear. A centre might offer a return appointment while continuing to send automatic reminders that imply the learner is no longer enrolled. We therefore examined the sequence of communication, not just one welcome-back text. Different departments did not always know what the others had sent. Coordination mattered more than adding warmer language to every message. I would also distinguish a learner's account from a complete explanation of cause. Someone may say a timetable change prevented attendance, and that information should be taken seriously. It does not follow that the same change explains every absence in the group. We looked for recurring patterns while keeping individual differences visible. That is slower than assigning one reason to all cases, but it gives a more useful basis for action. The teaching staff wanted conclusions they could apply immediately, which was reasonable. We offered limited suggestions and stated where the evidence was uncertain. A practical recommendation does not have to pretend to be universal. It can say: try this in this kind of situation, observe whether participation improves, and be ready to revise it. The alternative is a confident rule that survives only because nobody records the cases in which it fails.
4. Part 4 · Dual multiple matching
  Prueba
  CAMBRIDGE-C1-ADVANCED
  Convocatoria
  2026-2027
  Curso
  mcer-c1
  Materia
  ingles
  Caracter
  original-editorial
  Bloque
  l4
  Atividade
  Hear five speakers twice. Complete BOTH tasks. Use a letter once per task; three options are unused in each. Task One: Why did each speaker begin? A document a place’s history; B use an unused space; C acquire technical skills; D reduce discarded objects; E organise fair discussion; F obtain paid work; G win a competition; H replace a professional service. Task Two: What changed their thinking? A conflicting memories deserve preservation; B participants' routines should shape planning; C categories need examination as well as measurements; D results can extend beyond the measured event; E equal opportunity may need different treatment; F publicity should always be anonymous; G technical tools are unnecessary; H speed proves competence.
  Partes
  1. Pontos
    0.6666666666666666
    Atividade
    Task One · Speaker 1 A B C D E F G H
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    The recording project began to establish the street’s history.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    l4
  2. Pontos
    0.6666666666666666
    Atividade
    Task One · Speaker 2 A B C D E F G H
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Theatre was planned to use an empty room.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    l4
  3. Pontos
    0.6666666666666666
    Atividade
    Task One · Speaker 3 A B C D E F G H
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    The mapping volunteer initially wanted software skills.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    l4
  4. Pontos
    0.6666666666666666
    Atividade
    Task One · Speaker 4 A B C D E F G H
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    D
    Pasos
    The repair organiser aimed to reduce waste.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    D
    Bloque
    l4
  5. Pontos
    0.6666666666666666
    Atividade
    Task One · Speaker 5 A B C D E F G H
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    E
    Pasos
    Equal speaking times were intended to make discussion fair.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    E
    Bloque
    l4
  6. Pontos
    0.6666666666666666
    Atividade
    Task Two · Speaker 1 A B C D E F G H
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    A
    Pasos
    Disagreement became evidence worth keeping.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    A
    Bloque
    l4
  7. Pontos
    0.6666666666666666
    Atividade
    Task Two · Speaker 2 A B C D E F G H
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    B
    Pasos
    Residents' routines replaced the pre-set programme as the starting point.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    B
    Bloque
    l4
  8. Pontos
    0.6666666666666666
    Atividade
    Task Two · Speaker 3 A B C D E F G H
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    C
    Pasos
    The definition of easy, not the software measurement, was inadequate.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    C
    Bloque
    l4
  9. Pontos
    0.6666666666666666
    Atividade
    Task Two · Speaker 4 A B C D E F G H
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    D
    Pasos
    Learning and repairs continued outside the counted event.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    D
    Bloque
    l4
  10. Pontos
    0.6666666666666666
    Atividade
    Task Two · Speaker 5 A B C D E F G H
    Tipo respuesta
    semiconstruida
    Soluções e critérios
    Soluções e critérios
    E
    Pasos
    Different pauses and written options offered a genuine opportunity to participate.
    Soluções e critérios
    Pontos
    0.6666666666666666
    Descripcion
    One correct answer; no credit for multiple choices.
    Soluções e critérios
    E
    Bloque
    l4
  Pontuação máxima
  6.666666666666666
  Soluções e critérios
  Use the final information in the text, not a rejected suggestion.
  Soluções e critérios
  rubrica-manual
  Soluções e critérios
  1. Hablante
    1
    Texto
    I began a project to record shopkeepers' memories because I wanted a clear history of the street. I imagined that interviews would fill gaps in the documents. Instead they exposed disagreements the documents had concealed. I had to stop searching for one tidy version and learn to attribute each claim. The work took longer, but it became more honest. The biggest surprise was realising that uncertainty could be a result worth preserving, rather than a defect to remove before anyone saw it. Keeping uncertainty visible also changed our catalogue. We distinguished a remembered date from one supported by a record, and gave readers a route to compare them. This required more explanation, but it avoided turning confidence of delivery into a test of accuracy. I still wanted a usable history, just one that showed how its claims had been reached.
  2. Hablante
    2
    Texto
    The theatre project seemed an efficient way to use an empty room. We planned performances first and expected residents to turn up. They did not. A conversation with a local group revealed that the times were inconvenient and the publicity assumed everyone knew what the building was. We changed both. It embarrassed me to realise how much we had decided without asking the people we hoped to welcome. I now begin with their routines rather than our programme. We now explain what a meeting can and cannot alter before asking for contributions. That sounds administrative, but it changes the relationship. A resident can decide whether the invitation is worth accepting. I would not call a refusal a lack of community spirit; it may be a sensible response to the limited role we are offering.
  3. Hablante
    3
    Texto
    I joined the mapping group mainly to learn the software. At first I treated residents' corrections as small interruptions to the technical work. Then one person explained that a route our map described as easy crossed a pavement she could not use. The software had not failed; our definition of easy had. The project taught me that a precise measurement can still answer the wrong question. I continue using the same tools, but I ask much more carefully what the categories mean. A category can be useful and incomplete at the same time. We did not abandon measurement. We added descriptions of the surface, the crossing and possible alternatives, then tested the map in use. A technically correct distance remained part of the answer, but no longer stood for the whole experience of getting somewhere.
  4. Hablante
    4
    Texto
    I organised the repair event because I wanted to reduce waste. I expected to count the objects we saved and use that number as our measure of success. Several visitors, however, came to watch and ask questions without bringing anything broken. They later repaired things at home. Our original total could not capture that learning. We kept the count, but added follow-up conversations. The surprise was how much useful work happened outside the event we were measuring. The follow-up accounts were voluntary, so I cannot claim they represent everyone who came. That limit belongs in the result. Still, they showed a kind of effect our first measure could not see. We now report both what was repaired at the event and what participants described doing later, without combining them into one impressive total.
  5. Hablante
    5
    Texto
    I volunteered to lead the reading group because I thought a clear structure would make discussion fair. I prepared questions and kept everybody to the same speaking time. One member told me that she needed longer pauses before answering. My system looked equal, but gave an advantage to people who responded quickly. I now vary the pace and let people contribute in writing too. The project changed my understanding of fairness from identical treatment to a real opportunity to participate. Offering written contributions did not solve everything either. Some members preferred speaking, and others needed a question clarified before responding. Fairness became a matter of checking whether the available routes worked for different people. I kept limits on long interventions, but stopped assuming that an identical procedure produced an identical opportunity.
Speaking · four parts · 15 minutes per pair in the official examination
Elegir
4
Opções
1. Pontos
  5
  Atividade
  Examiner: What do you value about the area where you live? Has your approach to learning changed? What kind of project would you like to contribute to? Give developed but brief answers.
  Tipo respuesta
  desarrollo
  Soluções e critérios
  Soluções e critérios
  I value places where people can meet without buying anything, such as the library. My approach to learning has become less focused on finishing quickly: I now try to identify which question a task helps me answer. I would like to contribute to a local-history project, provided participants could choose how their stories were shared.
  Pasos
  Grammar and Vocabulary: precise public-space language and a conditional reservation. Discourse Management: proportionate responses. Interactive Communication: address each examiner question. Pronunciation and live Global Achievement are not assessed from writing.
  Soluções e critérios
  1. Pontos
    5
    Descripcion
    Manual assessment using the named criteria; a different relevant response is acceptable.
  Soluções e critérios
  Accept any response meeting the task and level; the model is not a fixed key.
  Bloque
  s1
2. Pontos
  5
  Atividade
  Candidate A: choose TWO of the THREE photographs on card s2-a. Compare them: What might the people be trying to achieve, and how important might cooperation be? One minute. Candidate B: Which activity might have the most lasting effect? About 30 seconds. Reverse roles with card s2-b: What challenges might the people face, and what could help them learn? Partner: Which situation would you find most demanding? Pending photographs must be produced before visual practice.
  Tipo respuesta
  desarrollo
  Soluções e critérios
  Soluções e critérios
  A: The mapping team and the exhibition group both seem to be turning individual observations into something others can use. The team outdoors may need precise measurements, whereas the exhibition group is likely to negotiate what different people want represented. Cooperation would matter in both, though for different reasons: one person can check a measurement, while a resident may challenge an interpretation. B: The exhibition could have a lasting effect if it changes whose experience the institution includes. Card B: The individual learner may struggle to judge progress without feedback, whereas the discussion group has immediate feedback but must manage competing opinions. Written questions could help the first learner; clear turns and a shared aim could help the group. Partner: I would find negotiating conflicting views more demanding than organising my own study.
  Pasos
  Compare TWO photographs and address BOTH questions; do not describe all three. Grammar and Vocabulary: calibrated inference and contrast. Discourse Management: organised one-minute turn. Interactive Communication: partner evaluates instead of repeating. Photographs and pronunciation remain unverified.
  Soluções e critérios
  1. Pontos
    5
    Descripcion
    Manual assessment using the named criteria; a different relevant response is acceptable.
  Soluções e critérios
  Accept any response meeting the task and level; the model is not a fixed key.
  Bloque
  s2
3. Pontos
  5
  Atividade
  Discuss together for two minutes: What should a town consider when deciding which community projects to fund? Prompts: accessibility; long-term benefits; residents’ involvement; environmental effects; running costs. Then take one minute to decide which two considerations deserve priority.
  Tipo respuesta
  desarrollo
  Soluções e critérios
  Soluções e critérios
  A: Accessibility ought to come first, otherwise the benefits may reach only people who already participate. Would you put running costs alongside it? B: Costs matter, but residents' involvement could help identify what is actually useful. A: True, although consultation can take time and still overlook quieter groups. B: Then perhaps long-term benefits are the strongest second priority. A: We would need evidence, not simply promises. Environmental effects might be part of that evidence. B: Agreed. Shall we choose accessibility and long-term benefits, while using costs and participation to judge whether a proposal is credible? A: That gives us a balanced decision.
  Pasos
  Interactive Communication: negotiation, qualification and shared conclusion. Discourse Management: cover prompts before narrowing to two. Grammar and Vocabulary: credible, participation and concession appropriate for C1. This is a content model to develop with examples in the allotted time, not a full timed recording.
  Soluções e critérios
  1. Pontos
    5
    Descripcion
    Manual assessment using the named criteria; a different relevant response is acceptable.
  Soluções e critérios
  Accept any response meeting the task and level; the model is not a fixed key.
  Bloque
  s3
4. Pontos
  5
  Atividade
  Examiner: Can consultation ever be completely representative? Should public projects value benefits that are difficult to measure? Who should decide which memories a museum preserves? Is an unfinished project always less valuable than a finished one?
  Tipo respuesta
  desarrollo
  Soluções e critérios
  Soluções e critérios
  A: Complete representation is probably unattainable, but that should not excuse consulting only the easiest people to reach. B: I agree. An institution can explain whose views are absent and create other ways to contribute. A: Benefits such as trust are difficult to measure, yet ignoring them would favour projects with convenient statistics rather than meaningful outcomes. B: Curators should remain responsible for preservation, while recognising that participants can identify significance the catalogue misses. A: And an unfinished project can reveal productive uncertainty, though that is different from failing to do the necessary work. We should ask what it enables us to understand.
  Pasos
  Grammar and Vocabulary: precise distinctions and flexible qualification. Discourse Management: answer, reason and implications linked. Interactive Communication: contributions develop the partner’s position. Written content cannot establish fluency, pronunciation or official Global Achievement.
  Soluções e critérios
  1. Pontos
    5
    Descripcion
    Manual assessment using the named criteria; a different relevant response is acceptable.
  Soluções e critérios
  Accept any response meeting the task and level; the model is not a fixed key.
  Bloque
  s4

Material de partida

Soluções e critérios

Opcion
cam-c1-01-w1
Texto
Museums need to attract people who do not usually visit them. Two ways to do this are reducing ticket prices and organising activities with local groups. Both can help, but I think the second is more effective in the long term. Cheaper tickets are a clear advantage for people with little money. If a family has to pay for several people, the total can be too high. A reduced price may encourage them to try a museum they have never visited. However, price is not the only reason people stay away. Someone who expects a boring experience may not visit even when entry is free. The museum also needs income to pay its staff. Activities with local groups can show people that the museum is relevant to them. For example, a group could share memories of the neighbourhood and help plan a small display. People would have a reason to visit because they had contributed something. This method needs more time and organisation than simply changing a price. It may also be difficult to include groups with different interests. In my view, local activities are more effective because they can change how people feel about the institution. Reduced prices remove one practical problem, but a connection with the content gives people a reason to return. Museums should therefore develop local partnerships and offer cheaper tickets when possible. They should ask participants what they need instead of assuming the same activity will interest everyone.
Palabras
243
Nota sobre 10
5.5
Nota en bloque
5.5
Desglose
Content
4
Communicative achievement
3
Organisation
2
Language
2
Comentarios
1. Content 4: two methods discussed and a clear preferred method justified. Communicative Achievement 3: essay conventions appropriate, distinctions fairly general. Organisation 2: predictable paragraphs and repeated because/but. Language 2: limited precision for C1; clear meaning without sustained flexible expression. This is a fragile comparison model, not a certified pass.
2. Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
Borderline practice model
Opcion
cam-c1-01-w1
Texto
A museum cannot attract lasting interest merely by opening its doors wider. It must remove practical barriers while giving unfamiliar visitors a reason to cross the threshold. Cheaper tickets and partnerships with local groups address these challenges in different ways. Reducing admission charges can make an immediate difference, particularly for families whose leisure budgets are limited. It also allows an uncertain visitor to experiment without a substantial financial commitment. Nevertheless, free entry does not answer the suspicion that a museum has little to say about one’s life. Nor can institutions ignore the income needed to maintain collections and employ knowledgeable staff. Price reductions are therefore useful but insufficient on their own. Partnerships can address the deeper problem of relevance. If residents help document a neighbourhood’s changing workplaces, an exhibition becomes a meeting between institutional evidence and lived experience. Participants are more likely to introduce friends to something they helped shape. Such collaboration requires time and care: inviting a group to endorse a finished display would offer little meaningful involvement. The museum must also avoid treating one vocal organisation as representative of an entire community. Despite these difficulties, local partnerships are the stronger long-term strategy. They can alter both what a museum presents and whom it understands as its audience. Targeted discounts should support that work, ensuring that interest can become an actual visit. The most effective invitation combines an affordable entrance with content that visitors have a reason to regard as their own.
Palabras
243
Nota sobre 10
9
Nota en bloque
9
Desglose
Content
5
Communicative achievement
5
Organisation
4
Language
4
Comentarios
1. Content 5: two methods compared with conditions and a reasoned priority. Communicative Achievement 5: sustained analytical register. Organisation 4: practical access leads to relevance and synthesis. Language 4: threshold, financial commitment and representative used accurately; complexity serves the argument.
2. Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
High practice model
Opcion
cam-c1-01-w2-proposal
Texto
Proposal for evening courses Introduction This proposal suggests improvements to the adult courses at the community centre. It is based on comments from people in my course and on my own experience. Current problems The first problem is that the information on the website is not clear. It gives dates and prices, but it does not always explain what learners will be able to do afterwards. Some people join a course that is too difficult, while others expect more advanced work. The second problem is the timetable. Several popular courses start at six, when many people are still travelling home from work. They arrive late and miss the first instructions. Recommended changes I suggest adding a short description of the starting level and expected outcomes to each course page. A sample activity would also help people choose. The centre should ask current learners which starting times would suit them. It could try moving two courses to seven for one term before changing the whole timetable. Expected benefits Clearer information should reduce disappointment and help tutors plan for a more suitable group. Later starting times could make attendance easier for workers. However, they might be inconvenient for people who travel far afterwards, so the trial needs feedback. Conclusion These changes should not cost much. I recommend trying them next term and comparing attendance and learner comments with the present courses. This would give the director evidence before making permanent changes.
Palabras
239
Nota sobre 10
5.5
Nota en bloque
5.5
Desglose
Content
4
Communicative achievement
3
Organisation
2
Language
2
Comentarios
1. Content 4: two problems, changes and benefits included. Communicative Achievement 3: headings suit a proposal, but recommendations are generic. Organisation 2: clear sequence, few links between evidence and priorities. Language 2: repeated clear/change/course, limited C1 precision.
2. Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
Borderline practice model
Opcion
cam-c1-01-w2-proposal
Texto
Proposal: making evening courses easier to choose and attend Purpose The centre should address two barriers that prevent interested adults from benefiting fully from its programme: unclear course descriptions and inflexible starting times. Information Current listings identify dates and fees but rarely distinguish the knowledge assumed from the skills participants will develop. As a result, beginners sometimes enrol in unsuitable groups, while experienced learners find the content repetitive. Each listing should include a starting-level statement, two practical outcomes and a sample activity. Tutors could provide these details through a short standard form, limiting additional administrative work. Access Several well-attended courses begin at six, leaving workers little time to travel from their jobs. Rather than moving the entire programme later, the centre should trial seven o’clock starts for two courses over one term. A brief survey should first establish whether later travel would create difficulties for other participants. Clear cancellation information would also allow learners to plan around occasional work commitments. Evaluation More precise descriptions should produce better-matched groups and reduce avoidable withdrawals. A limited timetable trial would test demand without committing the centre to a disruptive change. Attendance figures should be considered alongside learners' explanations: an increase alone would not reveal who remained excluded. Recommendation Implement the revised descriptions immediately and review the timetable trial after one term. These modest changes would make the programme more accessible while preserving the evidence needed for responsible longer-term decisions.
Palabras
236
Nota sobre 10
9
Nota en bloque
9
Desglose
Content
5
Communicative achievement
5
Organisation
4
Language
4
Comentarios
1. Content 5: diagnosis, operational recommendations and evaluation linked. Communicative Achievement 5: director-oriented proposal with proportionate implementation. Organisation 4: headings and causal progression. Language 4: enrol, withdrawals, well-attended and conditional reasoning controlled.
2. Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
High practice model
Opcion
cam-c1-01-w2-review
Texto
An exhibition about everyday work I recently visited an exhibition called Objects at Work in our town museum. It showed tools, photographs and stories about people who had worked in the area. I expected it to be quite ordinary, but it made me think more carefully about familiar objects. The most interesting section showed several versions of the same chair. One was unfinished and another had been repaired. The labels explained why each change had been made. This helped me understand that a finished object does not show all the decisions behind it. There were also recordings of workers describing mistakes they had learnt from. These were enjoyable, although some were too long. The exhibition presented its ideas clearly in most places. The order of the rooms was easy to follow, and the diagrams helped explain unfamiliar processes. However, a few labels used technical words without explaining them. There was a volunteer who answered questions, but visitors should not always need someone to help them. I would recommend the exhibition to students and to anyone interested in how things are made. It is not full of exciting machines, so people looking for a dramatic experience may be disappointed. Its strength is making ordinary work seem worth examining. I left with more respect for the patience needed to make a useful object, and I now notice repairs that I used to ignore. Despite some weak labels, it is well worth a visit.
Palabras
241
Nota sobre 10
5.5
Nota en bloque
5.5
Desglose
Content
4
Communicative achievement
3
Organisation
2
Language
2
Comentarios
1. Content 4: description, evaluation and audience all present. Communicative Achievement 3: appropriate review but rather straightforward. Organisation 2: largely chronological listing. Language 2: ordinary/interesting/clear repeated; limited C1 flexibility.
2. Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
Borderline practice model
Opcion
cam-c1-01-w2-review
Texto
Objects at Work: the decisions hidden in a chair An unfinished chair is an unlikely exhibition centrepiece. Yet Objects at Work uses precisely such ordinary material to challenge the idea that a finished product tells the whole story of its making. Its most persuasive display places an incomplete chair beside a repaired version, with brief accounts of the choices linking them. A failed joint becomes evidence of learning rather than an embarrassing object to conceal. Audio testimony adds another perspective: workers describe negotiating tasks, adapting tools and recognising when a familiar method no longer serves its purpose. The exhibition therefore presents skill as judgement, not merely repetition. This approach generally works because the curators connect stories to visible details. Visitors can inspect the repair while listening to its explanation. A few lengthy recordings, however, demand more concentration than the room’s limited seating supports. Some technical labels also need plainer alternatives. Helpful volunteers soften these weaknesses, but should not have to compensate for inaccessible text. The exhibition will particularly interest students, makers and anyone curious about the labour behind everyday objects. Visitors seeking spectacular machinery may find it understated. That quietness is largely its strength: attention shifts from impressive equipment to decisions that usually disappear from view. I left noticing repaired objects on my journey home. Few exhibitions change an ordinary walk so effectively. With shorter recordings and clearer labels, this thoughtful display would become easier to recommend to an even wider audience.
Palabras
242
Nota sobre 10
9
Nota en bloque
9
Desglose
Content
5
Communicative achievement
5
Organisation
4
Language
4
Comentarios
1. Content 5: idea, presentation, limits and audience integrated. Communicative Achievement 5: evaluative cultural review sustained. Organisation 4: chair example drives the argument. Language 4: understated, testimony, compensate and nuanced judgement appropriate.
2. Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
High practice model
Opcion
cam-c1-01-w2-email
Texto
Dear Ms Patel, Thank you for asking for my opinion about the interview project. I think online recordings could be useful, but publishing every interview would not be the best policy. The main advantage is that many people could listen without visiting the archive. Students could use the recordings to learn about the area, and relatives who live elsewhere might enjoy hearing familiar voices. Keeping copies online would also make it easier to find a particular story. However, some interviews may contain personal information. A speaker may be happy to talk to a student but not want strangers to hear everything. Other people could be mentioned without knowing about the project. There is also a risk that a short section could be shared without the explanation around it, changing its meaning. I recommend asking participants to choose what can be published after they have heard their recording. They should be able to remove sections or ask for a written summary instead. The website should explain the purpose of each recording and give a clear way to contact the organiser if a problem appears. This would take more time than putting every file online, but it would build trust. The project would still provide useful material while respecting people who prefer to keep part of their story private. I would be happy to help draft a simple information sheet for participants if that would be useful. Yours sincerely, Alex Morgan
Palabras
239
Nota sobre 10
5.5
Nota en bloque
5.5
Desglose
Content
4
Communicative achievement
3
Organisation
2
Language
2
Comentarios
1. Content 4: benefits, risks and policy present. Communicative Achievement 3: polite email, relatively generic audience analysis. Organisation 2: simple transitions. Language 2: clear but narrow C1 repertoire.
2. Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
Borderline practice model
Opcion
cam-c1-01-w2-email
Texto
Dear Ms Patel, Thank you for inviting comments on the proposed online archive. Wider access would strengthen the project’s educational value, but automatic publication would undermine the trust on which the interviews depend. Online recordings could reach students, former residents and relatives who cannot visit locally. Searchable summaries would help listeners identify relevant material, while hearing a voice can convey hesitation or emphasis that a transcript loses. These advantages justify creating a public selection rather than restricting the entire collection. Nevertheless, agreeing to an interview is not necessarily agreeing to permanent public exposure. Recordings may include sensitive memories or references to people who have not consented. An extract circulated separately could also acquire a meaning its speaker never intended. The project should therefore distinguish participation, preservation and publication instead of treating them as one decision. I recommend explaining these choices before recording, then allowing participants to review the proposed public version. They should be able to approve an edited recording, authorise only a summary or retain the material under restricted access. Each public item should include sufficient context and a clear contact route for requesting review. The organiser should record decisions consistently and avoid promising that downloaded copies can always be recalled. This policy would require additional administration, but a smaller, responsibly shared archive is preferable to a larger collection that discourages future participation. I would gladly help prepare a concise consent guide and test whether its choices are understandable. Yours sincerely, Alex Morgan
Palabras
244
Nota sobre 10
9
Nota en bloque
9
Desglose
Content
5
Communicative achievement
5
Organisation
4
Language
4
Comentarios
1. Content 5: distinct permissions, context and retrieval limits considered. Communicative Achievement 5: constructive formal response and feasible offer. Organisation 4: recommendation follows identified risks. Language 4: undermine, exposure, authorise and concession precise without unnecessary ornament.
2. Editorial judgement against the four Cambridge criteria, each out of 5. This is not a Cambridge English Scale score or a guarantee of passing.
Uso
High practice model

Nivel texto

Banda

Atribucion

EDITORIAL

Nota

Nivel de diseño contrastado con las tareas oficiales; no calibración psicométrica.

C1 Advanced · Practice 01

Prueba

Convocatoria

Curso

Materia

Caracter

Pontuação máxima

Duracion minutos

Advertencia

Instruções

Partes

Reading and Use of English · 90 minutes

Elegir

Opções

Part 1 · Multiple-choice cloze

Prueba

Convocatoria

Curso

Materia

Caracter

Bloque

Atividade

Partes

Pontos

Atividade

Tipo respuesta

Pasos

Pontos

Descripcion

Bloque

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Atividade

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Pasos

Pontos

Descripcion

Bloque

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Atividade

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Pasos

Pontos

Descripcion

Bloque

Pontos

Atividade

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Pontos

Descripcion

Bloque

Pontos

Atividade

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Pasos

Pontos

Descripcion

Bloque

Pontos

Atividade

Tipo respuesta

Pasos

Pontos

Descripcion

Bloque

Pontos

Atividade

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Pasos

Pontos

Descripcion

Bloque

Pontos

Atividade

Tipo respuesta

Pasos

Pontos

Descripcion

Bloque

Pontuação máxima